Resurser och praktiker

Resources and practices
Building sustainable litteracies
QARIN FRANKER GU at NORDIC ALFA CONFERENCE HELSINKI 3-5 APRIL 2019

CONTENT FOR THE TALK
ON SUSTAINABLE LITERACIES
1. Sustainability and education
2. From reading and writing to a pedagogy of
multiliteracies
3. Resources and practices - a model for a sustainable
literacy instruction
- example Palermo
- example initial/emergent literacy work
4. The Future
QARIN FRANKER NVL ALFA 190405

The 2016 Global Education
Monitoring Report (GEM Report)
(UNESCO, 2016)
Education is at the heart
of and the most vital input
for all dimensions of
sustainable development
Facts
Understanding
Tools for action
“The message of this report is
that we need to get our act
together to accelerate
educational attainment in
an unprecedented manner.”
(Irina Bokova
Director-General of UNESCO, 2016)

Back in the 70 s…

THREE BASIC BELIEFS
APPROACHES TO EDUCATIONAL PRACTICES
MUTUAL RESPECT
all relations
MEANINGFULNESS AND USABILITY
content and material
INVOLVEMENT AND REPONSIBILITY
the learning process

Description of Teachers Competence in initial and functional literacy
for adults with non-nordic mother tongues (grundläggande litteracitet)
• WHY ”GRUNDLÄGGANDE LITTERACITET”?
AVOID
• a wider concept than ”alfabetisering,
alfabetiseringsundervisning och analfabet ”
• DEFINE
• A more clearly-defiene concept than basic or
functional literacy
•
CLARIFY
• ett sätt att tydliggöra vad som kan krävas för att
erövra en för individen och samhället funktionell
litteracitet
• STILL A SITUATED CONCEPT
• AT WORK IN THE ”RESOURCES AND
PRACTICES MODEL” .
in initial and functional literacy
for adults with non-Nordic
mother tongues
•
•
• •
•
DESCRIPTION OF
TEACHERS COMPETENCE

Functional Literacy
Funktionell litteracitet
”A person i functionally literate who can
engage in all those activities in which
literacy is required for effective functioning
of his or her group and community and
also for enabling him or her to continue to
use reading, writing and calculation for his
or her own and the community s
development.
(UNESCO 1978/2005, Skolverket,1994, )
Qarin Franker NVL ALFA 190405

LITERACY IS SHAPED IN
SOCIETIES PUBLIC
PRACTICES
Texts

LITERACY IS
SHAPED IN
SCHOOL
PRACTICES
SVERIGES RADIO.SE
SVERIGES RADIO.SE
Ljungqvist Sjölin 2018

”MAN IS THE MEASURE
OF EVERYTHING”
WRITTEN
TEXT
VISUALS
SOUND & MUSIC
SPEECH & VOICE
BODY &MOVEMENTS
READING and
WRITING LITERACIES

Translanguaging
”Translanguaging, as a socioeducational
process, enables students to construct
and constantly modify their sociocultural
identities and values, as they respond to
their historical and present conditions
critically and creatively”
(Garcia & Wei, 2014)

A Pedagogy of Multiliteracies:
designing social futures
( Harvard Educational Review, 1996)
The New London Group (NLG)
• Mary Kalatziz, Bill Cope, Alan Luke, James Paul Gee, Norman
Fairclough, Günter Kress, Courrtney Cazden, Martin Nakata, Sarah
Michaels and Carmen Luke.
• Challenged and left the autonomous view of literacy
in favor of situational ideological models.
• Coined the concept of "multiliteracies”, where several
languages and several modalities interact

NLG argument for literacies
• Argument 1 - MULTIMODALISERING
”The increasing multiplicity and integration
of significant modes of meaning-making,
where the texual is also related to the visual,
the audio, the spatial, the behavioral, and so
on”
• Argument 2 – GLOBALIZATION AND
DIVERISITY
” the realities of increasing local diversity and
global connectedness”

Multiliteracies = multimodal and multilingual
Multimodala litteraciteter
Flerspråkiga litteraciteter

A Pedagogy of Multiliteracies:
designing social futures
”It creates a different kind of
pedagogy, one in which language
and other modes are dynamic
representational resources,
constantly being remade by their
users as they work to achieve
their various cultural purposes”
( Harvard Educational Review, 1996)

LITERACIES
CULTURAL TECNICAL CRITICAL
TEXTANVÄNDARE
Att få använda
olika texter
ger pragmatisk
Kompetens
TEXT USER
MENINGS-
SKAPARE
Att själv förstå och få
skapa olika texter
ger syntaktisk och
semantisk
kompetens
MEANING MAKER
KODKNÄCKARE
Att få knäcka
skriftspråkskoden
ger avkodnings-
Kompetens
CODE-BREAKER
TEXTKRITIKER
Att få ställa frågor
till texter
ger en kritisk
ifrågasättande
Kompetens
TEXT CRITIC
I Franker,Q. (2004/2013 )Grundläggande litteracitet i en flerspråkig kontext. I: Hyltenstam K och
Lindberg I: Svenska som andraspråk i forskning, undervisning och samhälle.
Bearbetning av Williams & Snipper (1990); Freebody &Luke (1997)

LITERACIES
CULTURAL TECNICAL CRITICAL
TEXT USER
PRACTICES
MEANING
MAKER
PRACTICES
CODE
BREAKER
PRACTICES
TEXT CRITIC
PRACTICES
Bearbetning av Williams & Snipper (1990);
Freebody &Luke (1997) I Franker,Q.
(2004/2013) Grundläggande litteracitet i en
flerspråkig kontext. I: Hyltenstam K och
Lindberg I: Svenska som andraspråk i
forskning, undervisning och samhälle.

The students
SOCIOCULTURAL
RESOURCES The students
LANGUAGE
RESOURCES
The students
LITERACY RELATED
RESOURCES

The Development of Academic Expertise
Jim Cummins
Second Language Teaching for Academic success: A Framework for school Language Policy
Development ( andrasprak.su.se 2000. hämtad 20190303)

Working with the meaning of
texts, content and structure
Working with the
use, function and
social importance
of texts
Working with questioning,
de- and reconstruction of texts
Working with the
language form in
speech, image and
writing
MULTIMODAL AND MULTLINGUAL LITERACY INSTRUCTION
RESOURCES AND PRACTICES
https://larportalen.skolv
erket.se/#/modul/2c-
nyanlanda/Grundskola/
027-grundlaggande-
litteracitet-nyanlanda

Cummins framework
for reading and writing
engagement (Cummins 2017:113)

Tutti dentro lo stresso cerchio …e inizia
il raccontro
” All in the same circle ... and the meeting begins
Focus on
meaning
and use

Queste sono mie lingue
2)
Focus on
form and
use
” These are my languages”

Abbiamo amato lÓdissea
” La storia di Odisseo è simile alla nostra, noi abbiamo
attraversato il Mar Mediterraneo come Odisseo” (Amadou K.).
Meaning,
content
and
structure
” We loved the Odyssey”

L oddisea in tutte le lingue…
Focus
on
meaning
content
structure
and form
” The Odyssey in all languages …”

Oltre de parole…
Focus on
form, content,
structure and
analysis
Beyond words ...… I can express what I experience…

Focus
on use,
critic
and
analysis
Guardiamoci negli occhi
” Let's look into each other's eyes”

In mostra… e continua il racconto
Focus on
use,
function
and
analysis
” The exhibition ... and the story continues”

Working with the meaning of
texts, content and structure
Working with the
use, function and
social importance
of texts
Working with questioning,
de- and reconstruction of texts
Working with the
language form in
speech, image and
writing
MULTIMODAL AND MULTLINGUAL LITERACY INSTRUCTION
RESOURCES AND PRACTICES
SOCIOCULTURAL
RESOURCES
LANGUAGE
RESOURCES
LITERACY
RELATED
RESOURCES

SIGNS
in the cell phone
• Photo- picture
• Pictogram
• Ideogram
• Logotype
• Logogram
• Syllabogram
• Grapheme
” S as in Skype”
MULTIMODAL AND MULTILINGUAL LITERACY DEVICES
Working with the
language form in
speech, image and
writing

Qarin Franker 20190321
Working with the
meaning of texts,
content and
structure

QARIN FRANKER 20190405
Working with the use,
function and social
importance of texts

(ETC
Göteborg
20171016)Qarin Franker 20190321
ANALYSES and AGENCY
Working with
questioning,
de- and
reconstruction
of texts

FACTS – UNDERSTANDING – TOOLS FOR ACTION

Resources and practices
help us building sustainable litteracies
THANK YOU AND KEEP ON ACTING !
WE BELIEVE THAT EDUCATION WORKS, DON T WE?

https://larportalen.skolverket.se/#/modul/2c-
nyanlanda/Grundskola/027-grundlaggande-litteracitet-nyanlanda

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